A Closer Look at the Psychometric Properties of the Revised Children’s Manifest Anxiety Scale–Second Edition Among U.S. Elementary and Secondary School Students

2014 ◽  
Vol 32 (6) ◽  
pp. 495-508 ◽  
Author(s):  
Patricia A. Lowe
Keyword(s):  
Secondary School ◽  
Psychometric Properties ◽  
Secondary School Students ◽  
Anxiety Scale ◽  
School Students ◽  
Manifest Anxiety

scholarly journals Geometry anxiety scale for secondary school students

2011 ◽  
Vol 15 ◽  
pp. 966-970 ◽  
Author(s):  
Yasemin Sağlam ◽  
Belma Türker ◽  
Aysun Umay
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Anxiety Scale ◽  
School Students

Examination of the Psychometric Properties of the Revised Children’s Manifest Anxiety Scale–Second Edition Scores Among Chinese Secondary School Students

2017 ◽  
Vol 36 (7) ◽  
pp. 725-735
Author(s):  
Qingqing Zhu ◽  
Patricia A. Lowe
Keyword(s):  
Psychometric Properties ◽  
Factor Model ◽  
Anxiety Scale ◽  
Model Fit ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Adequate Model ◽  
Confirmatory Factor ◽  
Scale Scores ◽  
Manifest Anxiety

The purpose of this study was to adapt the Revised Children’s Manifest Anxiety Scale–Second Edition (RCMAS-2) into Mandarin and to examine its psychometric properties among Chinese adolescents. The participants included 436 Chinese students in Grades 7 to 12 who were administered the Chinese version of the Revised Children’s Manifest Anxiety Scale (RCMAS-2-C). Confirmatory factor analyses (CFAs) were performed to examine the factor structure of the RCMAS-2-C. Results indicated a modified four-factor model (Worry and Social Anxiety factors combined, Physiological Anxiety, Defensiveness I, and Defensiveness II factors) provided an adequate model fit to the data. Categorical omegas were computed and ranged from .68 to .90 for the RCMAS-2 scale scores. Convergent evidence of validity for the RCMAS-2-C anxiety scores was also found. Implications of the findings of the study for clinicians and researchers are discussed.

Validation of a Subject-Specific Student Self-Assessment Practice Scale (SaPS) Among Secondary School Students in the Philippines

2021 ◽  
pp. 073428292199437
Author(s):  
Norman B. Mendoza ◽  
Zi Yan
Keyword(s):  
Secondary School ◽  
Psychometric Properties ◽  
Rasch Analysis ◽  
Secondary School Students ◽  
The Philippines ◽  
Equation Modeling ◽  
Assessment Practice ◽  
School Students ◽  
Self Assessment ◽  
Subject Specific

Self-assessment is fundamental to self-regulated learning; however, instruments to measure self-assessment practices are limited to a few developed educational systems. This study examined the psychometric properties of the Self-assessment Practice Scale (SaPS) in the English language subject using data from 778 secondary school students from the Philippines. We used confirmatory factor analysis (CFA) and Rasch analysis to test the SaPS’ within-network validity, then bivariate correlations and structural equation modeling (SEM) for between-network validity. The CFA supported the scale’s four-factor structure, and the Rasch analysis supported the scale’s dimensionality, rating scale effectiveness, and item fit statistics. The four SaPS subscales were positively correlated to agentic, cognitive, and metacognitive engagement. SEM results show that all SaPS factors (except self-monitoring) had significant associations to the engagement outcomes. This study highlights the sound psychometric properties of SaPS in a new educational context and its applicability as a subject-specific measure of assessment-as-learning strategies.

scholarly journals Propiedades psicométricas de un instrumento para medir la disposición hacia el estudio

2012 ◽  
pp. 73-87
Author(s):  
Dr. Pedro Antonio Sánchez Escobedo ◽  
Mtro Angel Alberto Valdés Cuervo ◽  
Mtra. Mónica Gantús Sansores ◽  
Dr. Javier Vales García
Keyword(s):  
Secondary School ◽  
Construct Validity ◽  
Psychometric Properties ◽  
Reliability Analysis ◽  
Secondary School Students ◽  
Validity And Reliability ◽  
School Students ◽  
Southern Mexico ◽  
Validity Criteria ◽  
Probabilistic Sample

El presente trabajo reportó el análisis de validez de un instrumento para medir la disposición hacia el estudio en estudiantes de secundaria. Se seleccionó una muestra probabilística de 306 estudiantes de una escuela secundaria pública del sur de México. Los análisis de validez de constructo arrojaron la presencia de cuatro factores que explican el 58.3% de la varianza total del constructo (motivación intrínseca hacia el estudio, compromiso con la tarea, autorregulación y adaptación). Se concluye que el instrumento cuenta con los criterios de validez para justificar la necesidad de otros estudios que fortalezcan sus propiedades psicométricas y para ser usado con precauciones en la medición de la disposición hacia el estudio.AbstractThis paper describes a validity and reliability analysis of an instrument designed to measure disposition of study in secondary school students. A probabilistic sample of 306 students was selected from a secondary public school in southern Mexico. The construct validity analysis showed the presence of four factors explaining 58.3% of total variance. It was concluded that the instrument complies with validity criteria to justify further studies to strengthen its psychometric properties and to be used with care in research regarding study disposition as well.Recibido: 6 de enero de 2010Aceptado: 6 de septiembre de 2010

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